250163 Inklusion und Exklusion in international vergleichender Perspektive (BS) (SoSe 2017)

The seminar: Inklusion und Exklusion in international vergleichender Perspektive (BS) (SoSe 2017) focuses on comparing inclusion and exclusion in an international context. Its goals are to, first of all, provide students with knowledge about inclusion in different cultural contexts and their potential challenges for further implementations; secondly, to better guide students to implement inclusion both in their daily and professional contexts. This seminar is regularly given by Professor Amrhein Bettina every semester to students who are generally interested in inclusion in an international context. In order to have a better and more authentic perspective of how inclusion is understood and practiced in other cultures, Professor Bettina Amrhein has been inviting internationally well-known professors both in inclusive practices and research to join our seminar. Specifically, in the past seminars, we have invited Professor Kristine Black-Hawkins from Teachers’ College, Cambridge University to give a guest talk focusing on inclusion in the UK and in Germany. This year, we will invite Professor Srikala Naraian from Teachers’ College, Columbia University, to deliver a guest talk. Professor Srikala Naraian is an Assistant Professor in the Preservice Inclusive Elementary Education Program in the Department of Curriculum and Teaching at Teachers College, Columbia University. As a former public school teacher of students with blindness and visual impairments, her research interests include interpretive approaches to inclusive education, the education of students with significant disabilities, and the complexities of shifting to inclusive practices. Her studies have focused on understanding the production of inclusive classroom communities. Situated within the disability studies in education tradition, she simultaneously draws on sociocultural perspectives on learning to investigate the processes by which schools and classrooms move towards greater inclusivity. She is currently working actively with the Teachers College Inclusive Classrooms Project on a variety of initiatives, including preparation of school personnel to support families of students with disabilities in New York City schools as well as a coalitional effort with the New York City Department of Education to promote the use of assistive technology in schools.
This guest talk will be delivered both in German and English (Our colleague will be there to support the translation and better understanding due to any language problems). In order to better communicate with Professor Srikala and to achieve a better understanding of our topic, we recommend you to read the following key literature from Professor Srikala Naraian in advance.

Literaturangaben

Naraian, S. (2017). Teaching for Inclusion: Eight Principles for Effective and Equitable Practice. Teachers College Press.

Naraian, S. & Schelssinger, S. (in press). When theory meets the “reality of reality”: Reviewing the sufficiency of the social model of disability as a foundation for teacher preparation for inclusive education. Teacher Education Quarterly.

Naraian, S. (published online, 2016). Inclusive education complexly defined for teacher preparation: The significance and uses of error. International Journal of Inclusive Education.

Danforth, S. & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70-85.

Naraian, S. & Surabian, M. (2014). New Literacy studies: An alternate frame for preparing teachers to use assistive technology. Teacher Education and Special Education, 37(4), 330-346.

Naraian, S. (published online, 2014). Agency in real time? Situating teachers' efforts towards inclusion in the context of local and enduring struggles. Teachers College Record, 116(6).

Naraian, S., Ferguson, D.L. & Thomas, N. (2012). Transforming for inclusive practice: Professional development to support the inclusion of students labeled as emotionally disturbed. International Journal of Inclusive Education, 16(7-8), 721-740.

Naraian, S. (2011). Pedagogic voicing: The struggle for participation in an inclusive classroom. Anthropology and Education Quarterly, 42(3), 245-262.